Clarifying the relationship between translingual practice and L2 writing: Addressing learner identities

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Abstract

This article re-examines the distinction between native and nonnative students that writing programs adopt in structuring their courses. It critiques the monolingual orientation based on ideologies of language ownership, homogeneity, and territoriality that this distinction is based on and develops a more expansive translingual orientation relevant to diversity in globalization and multilingualism. After articulating the changes involved in facilitating literacy acquisition, it examines the uptake of writing scholars to address their concerns. The article ends by illustrating how policy level changes can be made to accommodate the emerging orientations of translingualism by discussing how New York State secondary school teachers have implemented the Common Core State Standards.

Original languageEnglish (US)
Pages (from-to)415-440
Number of pages26
JournalApplied Linguistics Review
Volume6
Issue number4
DOIs
StatePublished - Nov 1 2015

All Science Journal Classification (ASJC) codes

  • Linguistics and Language
  • Language and Linguistics

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